The ongoing digital transformation of the economic and social life of society has led to a change in the models of competence development, which are based on systematic knowledge about the nature of digital technologies, cloud computing and cognitive technologies, Big Data technologies, Internet of Things and "SMM-promotion". In the course of the study, the list of key competencies was defined and systematized which are in demand in the context of economy digitalization; additional competencies for specialists with a managerial position were identified; the list of significant features of the digital economy in the agricultural sector was expanded. It is noted that the interrelation and interdependence of social and technical processes of agrarian production determine the formation of hybrid competencies associated with the ability to analyze the impact of technological trends on the business processes taking into account industry-specific features; develop and implement solutions for digital transformation of production taking into account environmental and social risks of digitalization. Evidence-based analysis of empirical data obtained during online testing confirmed the relevance of the proposed digital competencies and revealed the majority of respondents' incompetence (except for IT-specialists) in the field of digital technologies application. The obtained results confirm the need to update the content of higher education professional educational programs and professional development of teaching staff in accordance with the needs of digital economy and can become a starting point for the development of continuous training system of industry professionals for the digital economy.
The actual problem, and simultaneously, the trend of today’s vocational – education digitalization of agricultural experts training in Russia are investigated. The review of the theory of the question, which proves the idea of accord of vocational training digitalization process of the XXI century tasks, is made. Didactic digitalization elements as a process are correlated with the revealed professional agricultural engineering problems. Digitalization maintenances opportunities of science subjects as possible means of the priority purposes achievement of modern vocational trainings are investigated. The substantiation of the projected course «Methods of optimum decisions acceptance» as a set of the competence-focused modules is achieved, each of which corresponded to concrete type of optimization problems, solved by agroengineers in professional work.
The article presents conceptual and theoretical approaches to designing an adaptive system of vocational training for agro-engineers - a variety of pedagogical systems, the source of which is due to the contradiction between the required and current agro-engineering vocational training. Thus, under modern conditions, the agro-engineer becomes the subject who resolves complex processes of agricultural modernization during adaptation to the environment and adapts himself to the operating conditions.The content and means of vocational training should allow the achievement of a complex of competencies, the ability to form emotionally significant relationships and adaptive functioning, which determines the target aspect of the projected adaptive system.The information and technological aspect, conditioned by the informatization of modern society, reflects the adaptive mechanisms of the agro-engineer to the information and technical environment of future professional activity.In a situation of rapid changes, the main new formation of an adapted person is the ability to self-change, the development of which is supported by a knowledge system that based on an integrative approach to its construction.Within the framework of the adaptive system of vocational training, the content aspect includes the selection of training material aimed on the formation of specialist’s competence through the integration and interdisciplinary synthesis. The axiological aspect associated with the compliance of objective and subjective value systems of an agro-engineer ensures the successful implementation of professional activity in accordance with its specifics. The study showed that the implementation of targeted, content, information and technological, axiological aspects of adaptive vocational training system contributes to the achievement of the cumulative effect in the form of adaptive potential necessary for the integration of students into professional activity.
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